Some of you might remember Tony Blair’s speech introducing the Labour party’s education manifesto in 2001. In it he proclaimed that education was at the forefront of government policy. Education is often high on government’s agenda even if it is only to berate previous administrations for failing our youngsters. I have watched with interest the current government’s farcical approach to education and in particular the attainment of qualifications during the first period of Covid lockdown and to some extent even felt sorry for them as they grappled with what were not insignificant problems. My benevolence, however, has long been drained as I watch the news more recently only to see the same farce emerging. But what really intrigues me is the conflation of the notion of qualifications and education. It seems to me the clamber to get children back into school is only right given that they are missing out on education and other social aspects. However, I cannot see how the dealing with the qualifications issue can ignore the fact that the students have not received all of their education.
In a previous blog I have used the analogy of a driving instructor giving lessons to a pupil. In that blog the point being made was that the education of the pupil was a two-way enterprise. If the pupil didn’t engage or didn’t turn up for their lessons, then the instructor could not be held responsible for the pupil’s failure in the driving test. But what of the test itself, what is that designed to achieve? It is not simply to provide a person with a driving licence, what would be the point of that? It is to ensure that the person taking the test can drive to a satisfactory standard that would help ensure the roads were safe for all users. So, the point of the driving lessons is to provide the education in ‘road craft’ and the point of the driving test is to test knowledge and ability in that ‘road craft’ to ensure it meets satisfactory standards. The driving licence is a form of certificate that states the driver has achieved the knowledge and skills required.
So, what of education? Surely GCSEs, A levels, BTec and so on are a test of the knowledge and skills acquired. A degree is the same, is it not? How then could we reasonably expect students to pass any of these tests if they have lost significant periods of tutorship or teaching? The suggestion, dumb down the tests in some way by only testing what they have been taught, or as in the case of university students suggestions, be more lenient with the marking. Now as I understand it, that would be akin to saying to a learner driver that because through no fault of their own, they could not engage in all of their lessons, they will only be tested on their ability to park and not on their ability to carry out an emergency stop as they hadn’t been taught the latter. How ridiculous would that be? Imagine then that the very same driver, who now has a driving licence, goes onto some advanced motoring course. A course that starts with the premise that they have all the skills tested in a ‘full’ driving test.
Whilst, I can understand students’ preoccupation with tests and qualifications, I somehow think that government and teaching establishments should be more concerned with education and the knowledge gap. How will they ensure that students have the requisite skills and knowledge? Tony Blair may have said ‘Education, Education, Education’ and subsequent governments might well nod in agreement, but somehow I think they’ve all lost the plot.